Extrinsic Motivation
Students who are motivated extrinsically want to have a payoff to do the work. They may work for candy, money, video games, or social privileges but rarely work if there is no reward involved.
For some students it is necessary to start working at this level to develop motivation to do school work. However, it is important to help these students see that learning can be fun, that it can give them a sense of accomplishment, and that it can be useful to them in their lives.
CAUTION: Some research (for example, Deci, Koestner, Richard, & Cameron, 2001) suggests that reliance on extrinsic motivation may actually serve to decrease motivation if your child is a gifted student who is motivated in ways other than extrinsically. It may teach your child to focus on the payoff instead of the intrinsic value, the worthwhile achievements, or the utility of learning. You can use extrinsic motivation with all students--even people who love their job want to be paid. However, extrinsic motivation should not be relied upon as the main way to motivate all students.
As Parents
You can help you child develop an appreciation for learning beyond the immediate payoff. When your extrinsically motivated child is successful, ask yourself the following questions:
Do I praise her effort, strategy, organization, and the quality of her work?
Do I ask about what he enjoyed about the task?
Do I share what I found to be interesting in the work she is doing? Do I discuss what I found to be fascinating, enriching, or useful about education myself?
Do I share my pride in my own accomplishments, especially in the academic setting?
Investigate Further
For some students it is necessary to start working at this level to develop motivation to do school work. However, it is important to help these students see that learning can be fun, that it can give them a sense of accomplishment, and that it can be useful to them in their lives.
CAUTION: Some research (for example, Deci, Koestner, Richard, & Cameron, 2001) suggests that reliance on extrinsic motivation may actually serve to decrease motivation if your child is a gifted student who is motivated in ways other than extrinsically. It may teach your child to focus on the payoff instead of the intrinsic value, the worthwhile achievements, or the utility of learning. You can use extrinsic motivation with all students--even people who love their job want to be paid. However, extrinsic motivation should not be relied upon as the main way to motivate all students.
As Parents
You can help you child develop an appreciation for learning beyond the immediate payoff. When your extrinsically motivated child is successful, ask yourself the following questions:
Do I praise her effort, strategy, organization, and the quality of her work?
Do I ask about what he enjoyed about the task?
Do I share what I found to be interesting in the work she is doing? Do I discuss what I found to be fascinating, enriching, or useful about education myself?
Do I share my pride in my own accomplishments, especially in the academic setting?
Investigate Further
The skit on extrinsic motivation was developed and presented by students at the Kemps Landing/Old Donation School. It demonstrates the frustration parents often feel when trying to motivate a child who sees little reason to complete assignments unless there is a payoff.
It can become a challenge to identify and provide extrinsic rewards that have a consistent impact on a child's behavior. If your child is extrinsically motivated but you find it difficult to find ways to keep him on track for success, explore the topic further by opening the link above. |
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A number of tools for developing behavioral plans with students have been created through the research on Response to Intervention, which you can investigate further by following the link above. This site provides a number of tools for developing behavioral plans with students. You might start with the Academic Survival Skills Checklist Maker in the Featured Tools list to identify which specific skills you can target with your child.
References
Braaten, S. (2008). 25 points on giving points. Behavioral Institute for Children and Adolescents. Retrieved from the Behavioral Institute for Children and Adolescents Online Web site: http://www.behavioralinstitute.org/FreeDownloads/Behavior_Reinforcement/25%20points%20on%20giving%20points_S%20Braaten.pdf
Deci, E.L., Koestner, R., Richard, M., & Cameron, J. (2001). Extrinsic rewards and intrinsic motivation in education: reconsidered once again: comment/reply. Review of Educational Research. 71(1) 1-51.
Intervention Central. Retrieved from Interview Central Online Web site: http://www.interventioncentral.org/
Siegle, D., McCoach, D.B., Greene, M, & Reis, S. (2000). Making a difference: strategies to increase student motivation and academic achievement. Retrieved from: http://www.gifted.uconn.edu/Siegle/NRCGTUnderachievementStudy.htm
Deci, E.L., Koestner, R., Richard, M., & Cameron, J. (2001). Extrinsic rewards and intrinsic motivation in education: reconsidered once again: comment/reply. Review of Educational Research. 71(1) 1-51.
Intervention Central. Retrieved from Interview Central Online Web site: http://www.interventioncentral.org/
Siegle, D., McCoach, D.B., Greene, M, & Reis, S. (2000). Making a difference: strategies to increase student motivation and academic achievement. Retrieved from: http://www.gifted.uconn.edu/Siegle/NRCGTUnderachievementStudy.htm